Digest, don’t regurgitate

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This presentation gives some reasoning behind using ISN format, examples of format and ways to grade ISN notebooks. Used in middle school 6th, 7th and 8th grade science.

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Digest, don’t regurgitate

  1. 1. Digest, Don’t Regurgitate Processing Skills through Interactive Notebooks Donna Mathis Providence School of Jacksonville [email_address]
  2. 2. Jesus on Teaching by Parable: <ul><li>And He replied to them, To you it has been given to know the secrets and mysteries of the kingdom of heaven, but to them it has not been given. Matthew 3:11 </li></ul><ul><li>As teachers, we are given many abilities and it is our purpose to find a way to relay understanding through as many venues as we possibly can use. </li></ul>
  3. 3. Jesus on Teaching by Parable <ul><li>This is the reason that I speak to them in parables: because having the power of seeing, they do not see; and having the power of hearing, they do not hear, nor do they grasp and understand. Matthew 13:13 </li></ul><ul><li>Doesn’t this sound like a typical student? </li></ul><ul><li>You have given the student all kinds of information visually (presentations, worksheets, drawings) </li></ul><ul><li>You have given the student many opportunities to listen to information and ask questions </li></ul>
  4. 4. Making Notes <ul><li>When did you “learn” to make your own notes? </li></ul><ul><li>How did you learn? </li></ul><ul><li>How did you practice what you learned? </li></ul><ul><li>How did you know your practice worked? </li></ul>
  5. 5. Using Your Brain <ul><li>Researchers found that, overall, gray matter volume increased at earlier ages, followed by sustained loss and thinning (like pruning back an overgrown bush) starting around puberty, which correlates with advancing cognitive abilities. </li></ul><ul><ul><li>Good news – SO THAT’S WHY </li></ul></ul><ul><ul><li>Not so Good News – UNTIL 20’S? </li></ul></ul>
  6. 6. Learning for the Student <ul><li>Information needs to be uncovered based on </li></ul><ul><ul><li>Familiar experience </li></ul></ul><ul><ul><li>Emotional attachment </li></ul></ul><ul><li>Information needs to be </li></ul><ul><ul><li>Organized </li></ul></ul><ul><ul><ul><li>Notes </li></ul></ul></ul><ul><ul><ul><li>Worksheets and ancillary material (taped in) </li></ul></ul></ul><ul><ul><li>Multi-faceted (more than just words) </li></ul></ul>
  7. 7. ISN – Interactive Science Notebook <ul><li>Allows students to have structure within the confines of class notes and not lose papers in the process </li></ul><ul><li>Allows students to reflect on how they are learning </li></ul><ul><li>Allows students to be creative in how they are learning </li></ul><ul><li>Allows teachers to see if students are actively attempting to process information or if they are just going through the motions </li></ul>
  8. 8. Leading the Way to ISN (in my class) <ul><li>CRISS Strategies utilizing </li></ul><ul><ul><li>Graphic organizers </li></ul></ul><ul><ul><li>Imagery </li></ul></ul><ul><ul><li>Summaries </li></ul></ul><ul><li>Book focused exercises </li></ul><ul><ul><li>2-column notes </li></ul></ul><ul><ul><li>Flash cards </li></ul></ul><ul><ul><li>CLOZE notes (Fill in the blanks) </li></ul></ul><ul><li>Cornell Notemaking </li></ul>Teacher Directed Low Level Thinking Activities
  9. 9. Goals of the ISN <ul><li>Students have the experience </li></ul><ul><ul><li>to activity participate in their own learning </li></ul></ul><ul><ul><li>to minimize the number of times they lose worksheets or other paperwork </li></ul></ul><ul><ul><li>to think “outside the box” – a creative outlet </li></ul></ul><ul><ul><ul><li>Improve vocabulary skills </li></ul></ul></ul><ul><ul><ul><li>Improve communication skills </li></ul></ul></ul><ul><ul><li>to foster metacognition – know what you know and why </li></ul></ul><ul><li>Students learn to be self starters to gain information </li></ul><ul><ul><li>Challenge other students – can you understand my notes? </li></ul></ul><ul><ul><li>Improves communication with parents – for student and teacher </li></ul></ul>
  10. 10. So How Does the ISN work? <ul><li>There are 2 sides to the ISN </li></ul><ul><ul><li>Right Side is the more organized note-making/taking side </li></ul></ul><ul><ul><ul><li>Information uncovered in class </li></ul></ul></ul><ul><ul><ul><li>Data collection </li></ul></ul></ul><ul><ul><ul><li>Just the facts – News articles, readings, etc </li></ul></ul></ul><ul><ul><li>Left Side is the processing and reflective side </li></ul></ul><ul><ul><ul><li>What did you like about today’s info? </li></ul></ul></ul><ul><ul><ul><li>How might you explain this to your parents? </li></ul></ul></ul>
  11. 11. The Basic Set Up <ul><li>Plus </li></ul><ul><li>Minus </li></ul><ul><li>Interesting </li></ul><ul><li>Student Choices (up to 2) </li></ul><ul><li>Lesson Title </li></ul><ul><li>Quantitative Info (Date, Time, Temp) </li></ul><ul><li>Qualitative info (Description of attitude or day) </li></ul><ul><li>Adult Sponsor </li></ul><ul><li>Engage Question: </li></ul><ul><ul><ul><li>Notes from class </li></ul></ul></ul>
  12. 12. Always Start with a Grading Rubric <ul><li>Gives Focus </li></ul><ul><li>Allows students to determine own grade </li></ul><ul><li>Allows parents to assist in the learning process </li></ul><ul><ul><ul><ul><li>ISN Grading Rubric </li></ul></ul></ul></ul>
  13. 13. Looking at the Right side <ul><li>Lesson Title </li></ul><ul><li>Quantitative Info (Date, Time, Temp) </li></ul><ul><li>Qualitative info (Description of attitude or day) </li></ul><ul><li>Adult Sponsor </li></ul><ul><li>Engage Question: </li></ul><ul><ul><ul><li>Notes from class </li></ul></ul></ul>
  14. 14. Looking at the Left Side
  15. 15. Kids in Action
  16. 16. Kids in Action 2
  17. 17. Kids in Action 3
  18. 18. Kids in Action 4
  19. 19. Student Basics – Right Side <ul><li>1 st quarter, lots of power point presentations caused some issues </li></ul><ul><ul><li>Students wanted copy things word for word </li></ul></ul><ul><ul><li>When studying, students studied just facts rather than how the facts were intertwined </li></ul></ul><ul><li>2 nd quarter, worked on getting students to explain </li></ul><ul><ul><li>Power teaching </li></ul></ul><ul><ul><li>Turn and Teach </li></ul></ul><ul><ul><li>3 minute Teach, 2 minute Turn & Teach, 1 minute note-making </li></ul></ul>
  20. 20. Training for the Left Side <ul><li>Students needed focus rather than “be creative” continue to refer to RUBRIC or venture into other “unique” way of processing information </li></ul><ul><li>CHOICES section offers avenues of open ended ideas (see topic pages) </li></ul><ul><li>. </li></ul>Geocentric Team 1 Team 3 Team 2 Team 4
  21. 21. Long Term and Short Term Grading <ul><li>Rubric Grades – Long Term </li></ul><ul><ul><li>2 times per quarter </li></ul></ul><ul><ul><li>No notification as to when it will be collected </li></ul></ul><ul><li>Stamp Grade – Short Term </li></ul><ul><ul><li>1-2 times per week </li></ul></ul><ul><ul><li>Notification is usually given at the beginning of class </li></ul></ul><ul><ul><li>Things that can earn a “thumbs up” (stamp can be found at office supply stores) </li></ul></ul><ul><ul><ul><li>Correct format </li></ul></ul></ul><ul><ul><ul><li>Correct engage </li></ul></ul></ul><ul><ul><ul><li>BONUS for other assignments (limit use) </li></ul></ul></ul>
  22. 22. ISN Stamp Check
  23. 23. Helpful Hints <ul><li>New ISN each quarter </li></ul><ul><li>No ripped out pages and use black or blue ink only </li></ul><ul><li>Strike outs NOT white out (you need to see the mistakes made previously) </li></ul><ul><li>Title page with name, quarter and period and name on sides </li></ul><ul><li>Table of contents that also allows student to keep up with grade </li></ul><ul><li>. </li></ul>
  24. 24. Question? Help? <ul><li>Donna Mathis – [email_address] </li></ul>

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